Unit1 Relationships Lesson3 So Close, Yet So Far 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 1 Relationships-Lesson 3 So Close, Yet So Far 教学目标和重难点 教学目标 It cultivates students’ language ability to use related words and sentences, develops their thinking quality through critical discussion, strengthens cultural awareness of interpersonal communication, and improves their learning ability of autonomous and cooperative learning. 教学重难点 Key: Master core words/phrases and text structure; understand the impact of social media on relationships. Difficulty: Analyze the theme deeply and use target language to express views logically. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with a question-and-answer activity: “Do you often use social media, such as WeChat, QQ or Instagram? How does it affect your communication with your family and friends?” Then, invite 3-4 students to share their experiences briefly. After that, the teacher presents the title “So Close, Yet So Far” on the screen and asks: “What do you think the title means? Why do people feel ‘close’ yet ‘far’ in relationships?” Guide students to make guesses freely, and then briefly introduce that the text will talk about Mark’s experience with social media and the distance it brings to interpersonal relationships. Design Intention: This lead-in activity is closely connected with students’ daily life, which can quickly arouse their interest in the lesson and activate their existing knowledge and experience about social media and interpersonal relationships. By asking questions about the title, students are guided to predict the main content of the text, laying a foundation for the subsequent reading link. At the same time, it helps students initially perceive the core contradiction of the lesson—the sense of distance in close relationships, and cultivates their ability of logical speculation. Step 2: Pre-reading (Vocabulary and Background Input) First, the teacher presents the core vocabulary and phrases in the text on the screen, including disconnected, wired, social networking app, apart, rely on, accompany, etc. For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences related to the theme of the text, such as “disconnected means not having a close or friendly relationship with someone; e.g., Many young people feel disconnected from their parents because of too much time spent on social media.” Then, organize students to do a quick matching exercise: match the words with their definitions, and check the answers together. For difficult words, the teacher guides students to guess the meaning according to the word formation or context clues, such as “wired” can be guessed as “connected to the Internet” combined with the context of social media. Next, the teacher briefly introduces the background of the text: With the rapid development of the Internet, social media has become an indispensable part of people’s life. It brings convenience to people’s communication, but also brings some negative impacts, such as making people feel isolated and disconnected from real relationships. This text is a blog about Mark’s experience, reflecting the common social phenomenon of “being close in the virtual world but far in reality”. Design Intention: Vocabulary is the foundation of understanding the text. By pre-teaching core vocabulary and phrases, students can reduce the difficulty of reading and improve their reading efficiency. Using example sentences related to the text theme helps students connect vocabulary with the text content, laying a foundation for their in-depth understanding of the text. The brief background introduction enables students to understand the social context of the text, helps them better grasp the author’s emotional tendency and the theme of the text, and subtly cultivates their cultural awareness of understanding the impact of social development on interpersonal relationships. Step 3: While-reading (Text Analysis and Ability Training) This step is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from shallow to deep. 1 Skimming (Get the Main Idea) Ask students to read the text quickly and answer two questions: Who is the main character of the text? What is the main content of the text? After students finish reading, invite them to share their answers. The teacher summarizes: The main character is Mark, and the text mainly talks about how social media affects Mark’s daily life and his relationships with his friends and family, showing the contradiction between virtual communication and real relationships. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, train their ability to obtain key information efficiently, and lay a foundation for the subsequent detailed reading. At the same time, it helps students form an overall understanding of the text structure and improve their reading ability. 2 Scanning (Find Specific Information) Ask students to read the text again carefully and fill in the following table about Mark’s daily life and the impact of social media on him: Aspects Mark’s Behavior Impact of Social Media Daily Life Spends a lot of time on social networking apps, checks messages and updates frequently Takes up his time for real communication and activities Friendship Chats with friends online but rarely meets them in person Feels disconnected from his oldest mates, loses real emotional connection Family Ignores his family when using social media Has less communication with his family, creates distance between him and his family After students finish filling in the table, organize them to exchange their answers in groups of 4, and then the teacher checks and comments on the answers. For the information that students find difficult to locate, the teacher guides them to find clues in the text, such as the key sentences in Paragraph 3: “I spend hours every day scrolling through social media, checking messages, and updating my profile. I rarely have time to meet my friends in person now.” Design Intention: Scanning training helps students master the skill of finding specific information quickly, which is an important part of improving reading ability. By filling in the table, students can sort out the key information of the text systematically, deepen their understanding of the text content, and lay a foundation for the subsequent intensive reading and theme analysis. Group exchange can promote students’ cooperative learning, let them learn from each other, and improve their ability of communication and cooperation. 3 Intensive Reading (Analyze Details and Theme) Ask students to read the text carefully again, focus on the key paragraphs and sentences, and discuss the following questions in groups: Why can’t Mark give up social media? (Paragraph 7-8) What does the sentence “We are so close, yet so far” mean in the text? (Combined with the whole text) What’s the author’s attitude towards social media? How do you know? After the group discussion, each group sends a representative to share their views. The teacher guides and supplements: Mark can’t give up social media because he thinks it is a way to keep in touch with his friends and family, and he is afraid of being left out. At the same time, social media brings him a sense of belonging and entertainment. “So close” refers to the fact that people can communicate with each other at any time through social media, which seems to shorten the distance between people; “yet so far” refers to the fact that excessive use of social media makes people lack real face-to-face communication, leading to emotional disconnection and a sense of distance in real relationships. The author holds a critical and objective attitude. On the one hand, he points out the convenience brought by social media; on the other hand, he also emphasizes the negative impact of excessive use of social media on interpersonal relationships, and advocates that people should use social media rationally. Then, the teacher guides students to analyze the text structure: The text is a blog, which is divided into three parts. The first part (Paragraph 1-3) introduces Mark’s daily behavior on social media and his dilemma; the second part (Paragraph 4-6) describes the negative impact of social media on Mark and his friends; the third part (Paragraph 7-8) explains the reason why Mark can’t give up social media. Through the analysis of the text structure, students can understand the logical connection between paragraphs and improve their ability of text analysis. In addition, the teacher selects several long and difficult sentences in the text for analysis, such as “The more time I spend online, the less time I have for real-life interactions, and the more disconnected I feel from the people around me.” Guide students to analyze the sentence structure (the more..., the more...), and explain the meaning of the sentence, helping students break through the difficulty of understanding long and difficult sentences. At the same time, ask students to imitate the sentence structure to make sentences, such as “The more we communicate with our family, the closer our relationship will be.” Design Intention: Intensive reading is the key link to in-depth understanding of the text. Through discussing key questions, students can deeply understand the theme of the text, analyze the author’s attitude and emotional tendency, and cultivate their critical thinking ability. The analysis of the text structure helps students master the writing characteristics of blog articles and improve their text appreciation ability. The analysis and imitation of long and difficult sentences can help students break through the language difficulty, master the target sentence structure, and improve their language expression ability. Step 4: Post-reading (Consolidation and Application) This step includes two activities: language consolidation and theme extension, to help students apply the knowledge they have learned and deepen their understanding of the theme. 1 Language Consolidation Organize students to do two exercises: Exercise 1: Fill in the blanks with the core words and phrases learned in the lesson. The sentences are closely related to the text content, such as “Mark spends a lot of time on social media, so he feels ______ (disconnected) from his friends.” “Many people ______ (rely on) social media to keep in touch with their relatives.” Exercise 2: Rewrite the following sentences using the target sentence structure “the more..., the more...”. For example, “If you spend more time on real communication, you will feel closer to your friends.” → “The more time you spend on real communication, the closer you will feel to your friends.” After students finish the exercises, the teacher checks the answers, corrects the mistakes, and explains the key points and difficulties. For the common mistakes of students, the teacher emphasizes and strengthens the training. Design Intention: Language consolidation exercises help students consolidate the core vocabulary and sentence structures learned in the lesson, and improve their ability of language application. The exercises closely related to the text content can connect the language knowledge with the text theme, making the consolidation more targeted and effective. By correcting mistakes, students can find their own deficiencies and improve their language accuracy. 2 Theme Extension Organize a group debate activity with the topic “Does social media do more harm than good to interpersonal relationships?” Divide students into two groups: the positive group (social media does more harm than good) and the negative group (social media does more good than harm). Each group has 5-6 students. Give students 10 minutes to prepare their arguments and supporting materials. During the preparation, the teacher walks around to guide students to use the knowledge and views learned in the text, and help them organize their language. After the preparation, the debate starts. Each group takes turns to present their arguments and refute the opposite group’s views. For example, the positive group can argue: “Excessive use of social media makes people lack real face-to-face communication, leading to emotional disconnection, just like Mark in the text.” The negative group can argue: “Social media helps people keep in touch with friends and family who are far away, shortening the distance between people.” After the debate, the teacher makes a summary, affirms the advantages of both groups, and guides students to realize that social media itself is neither good nor bad. The key is how to use it rationally. We should use social media as a tool to promote interpersonal communication, not let it become a barrier between people. Then, ask students to write a short passage (80-100 words) about their views on the impact of social media on interpersonal relationships. They can use the vocabulary, phrases and sentence structures learned in the lesson. After students finish writing, invite several students to read their passages in class, and the teacher makes comments and guidance, focusing on the accuracy of language use and the clarity of views. Design Intention: The debate activity can stimulate students’ thinking, cultivate their critical thinking ability and oral expression ability. It also helps students deepen their understanding of the theme of the text and form a correct view on the use of social media. The writing exercise is a comprehensive application of language knowledge, which can improve students’ written expression ability and help them integrate the knowledge they have learned into practical use. At the same time, it guides students to connect the text content with their own life, reflecting the teaching concept of combining learning with application. Step 5: Summary and Homework 1 Summary The teacher summarizes the whole lesson: In this lesson, we have learned the blog about Mark’s experience with social media, mastered the core vocabulary and phrases related to interpersonal relationships and social media, and understood the impact of social media on interpersonal relationships. We also discussed the theme of “So Close, Yet So Far” and realized that we should use social media rationally to maintain real interpersonal relationships. At the same time, we have trained our reading, speaking and writing abilities through various activities. Design Intention: The summary helps students sort out the knowledge and skills learned in the lesson, form a systematic understanding, and strengthen the memory of the key points. It also helps students sublimate their understanding of the theme and guide them to apply the knowledge and views learned in the lesson to their daily life. Homework Review the core vocabulary and phrases learned in the lesson, and make 5 sentences with each word/phrase. Finish the short passage writing (if not finished in class), and revise it according to the teacher’s comments. Interview your parents or friends about their views on social media and its impact on interpersonal relationships, and write a short interview report (100-120 words). Design Intention: Homework is an extension of classroom teaching. The first homework helps students consolidate the language knowledge learned in the lesson and improve their language application ability. The second homework helps students improve their writing ability through revision. The third homework guides students to connect classroom learning with real life, cultivate their ability of investigation and practice, and further deepen their understanding of the theme of the lesson. At the same time, it can also improve their communication ability and autonomous learning ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $